Speech and Language

Lesson Plans
Pre-K / Kindergarten

This document is an example of how to structure your own

therapy plans to work with students in preschool programs
with disabilities. Included is an explanation of the structure, a
lesson plan template, and an example of a plan.
Enjoy!

Note: These plans are not for sale, but are an example
of how to create your own materials.

SAMPLE
Getting Started

1. Find out the teacher’s schedule and discuss running circle time
once per week . Explain the purpose of aligning with the curricu-
lum.
2. Identify goals of all of the students in the group and their needs
(including attention and ability)
3. Create a basic lesson plan to fit the length of your session, using
the lesson plan template
4. Create a visual schedule to use for each lesson
5. Ask the teacher what themes they will be focusing on each week

Preparation for each lesson plan

After you have created your lesson plan structure, minimal prepara-
tion time is needed for each plan.
• Make a copy of the lesson plan template for each lesson,
and fill it in with the book, song and activity you choose. List
goals you will target for each activity. Refer to the sample
lesson plan
• Prepare the lesson by making copies of activity pages and
homework sheets. Collect materials if applicable.
• Pick up the book from the library
• Have audio files ready for the song and auditory bombard-
ment

SAMPLE
 Visual Schedule Pictures
Cut out, laminate and put on vertical Velcro strip

SAMPLE
Lesson Plan Components

The first two activities (attendance/greeting and calendar) will be the same for
every lesson, and will not be changed according to theme. The other activities
vary according to theme. Activities may be chosen according to the needs of the
students and desired length of the lesson. The first four activities are suggested to
be done with all of the students in the class. For the following activities, it is op-
tional to split the class into two to four small groups, to rotate through the other
activities. This is ideal when the teacher and/or aide is able to participate in run-
ning the activities.

Lesson Plan Components

1. Attendance/Greeting

2. Calendar

3. Song

4. Surprise Bag

5. Literacy Center

6. Articulation Station

7. Phonology Practice
These activities can be done
8. Mini Books
while the students are in small
9. Table Activities groups
10. Craft

11. Recipe

12. Game

13. Homework Sheet

SAMPLE
 Attendance/Greeting (10-20 min)

This activity will be completed in

the same way for every lesson.
Select the activities and/or
prompts based on your students goals. This
can be done with all students in the circle
time area. Visuals for this activity are not
included in the chapter. Show the name of
each student, one by one to the group of
students, and have them identify the name.
The chart below shows examples of how you can target goals during this activi-
ty.
Materials: (1) Pictures and/or written names of each student (2) Attendance board

SLP Dialog Students’ Dialog Targeted Goal

Who’s name is this? David! Who questions, literacy
Where is David Next to Anna Where questions

What sound does “David” start with? /d/ Phonological awareness

Lets clap out the syllables Da—vid Phonological awareness

Hi David, how are you Fine, thanks (shakes hand) Greetings

Are you a girl or a boy? Boy (sticks name under Personal information
boy in attendance board)
Put your name next to/under/over the boy (puts name on attendance Following directions, spatial
board) concepts
What would you like me to draw for your I want eyes, nose…. Requesting, sentence ex-
face? (draw face by name on attendance pansion, labeling body
board) parts, plurals

Calendar (10 minutes)

This activity will be completed with all students in the same way for
every lesson. You can review the day, month, year, day of the week,
and current weather. This is not included in the chapter.
Materials: Classroom calendar, weather visual

SAMPLE
 Song (5 minutes)
This can be done with the whole group of students as well. If your group
of students require more repetition, it is recommended that you sing the
same song for every lesson. Songs about greetings, days of the week, or songs
that have gestures are great choices. This activity is great to break up the seat-
ed activities, and to wake students up. Encourage participation with hand move-
ments. Provide visual choices. After student picks the songs, place the pictures
on a board that say First, then.

Examples of songs are found on the first page of the sample chapter. Find more
songs and visuals that go with the songs, visit http://bilinguistics.com/music-for-
speech-therapy/
Materials: music player, song

Surprise Bag (10-15 minutes)

The purpose of this activity is to introduce the theme. Have all of the stu-
dent sit on the floor, and take turns pulling a surprise out of the “surprise
bag”. Have students take turns pulling a surprise out of the bag. Surprise items
vary according to theme. Each chapter includes picture cards (section A of each
chapter) that may be printed and cut apart for quick lesson preparation. There
are also suggestions for real object to be used with each theme. The following is
a sample script with suggested goals:

SLP Students Targeted Goal

Close your eyes, put your hand in, and (pulls out a surprise) 3-step directions
pull out a surprise
Who’s turn is it? My turn Requesting, turn taking, who
questions
What would you like? I want to grab a sur- Requesting, sentence expan-
prise sion
What do you have? A fish Labeling

What can a bird do? swim Object function

Please put the bird on the board (puts the bird on the 1-step directions

SAMPLE
 Literacy Center (10-15 minutes)

This activity may be done with all students, or during small group rota-
tion. The sample chapter includes book suggestions in English and
Spanish that go along with the theme, as well as the Dewey decimal
system range, for a quick library stop. Read the book to the students,
using scaffolding techniques. If applicable, use surprise bag items during
the reading for more interaction.

Optional activity:
Gather both fiction and non-fiction books to provide vast numbers of pictures,
references, and situations. Place a large number of books on the topic around the
table. Encourage students to freely pick any book, look through it, comment, trade,
and show friends what they see. Tell them they have 2 minutes and at the end let
them choose one book that you look through (non-fic%on) or read (fic%on).

Articulation Station (5-10 minutes)

Review and practice targets from thematic articulation words in each chap-
ter. You may prerecord the words for auditory bombardment to use as a
station during small group rotation. During auditory bombardment, stu-
dents may color the mini book or other table activity worksheets. You may rely
heavily on successful students to demonstrate to friends how to say a sound.

Phonology Station (5-10 minutes)

Have children identify the number of syllables in each word, and practice
segmenting syllables by clapping or pointing to the circles under each
word. Students may also work on identifying initial sounds. This can be
done with the whole class or in small groups.

SAMPLE
 Mini Books (10 min)

While sitting at a table in a small group, students can make their own mini
book about the theme. Students can work on sequencing the story, following di-
rections to put the book together, and labeling or describing the book. There are
two examples of mini books included in the sample chapter.

Table Activities (10 min)

While sitting at a table in a small group, students can complete worksheets

related to the theme. Teachers often already have worksheets that relate to
the theme. Collaborate with the teacher to find out what kind of materials she has,
and work with the students in small groups to complete the worksheets, using lan-
guage scaffolding. Hone in on specific communication goals by working together and
then targeting individual students while the others are finishing minor tasks. Rely
heavily on successful students to demonstrate to friends how to follow instructions, or
complete a task. There are two examples of table activities included in this sample
chapter.

Crafts (15 min)

Crafts are great for students who benefit from hands-on activities. Gather
the materials listed at the beginning of each session and make the minimal
preparations. Empower and challenge students by having them set up for the activi-
ty. Explain what they will be doing, show an example, and them ask for helpers to
gather colors, paper, glue, etc. Increase the level of difficulty by including numbers,
an order, or descriptions of the materials. This is activity is great for requesting ma-
terials, following directions, sequencing, and discussing what they did using past tense
verbs.
Ask the initial helpers to gather and return the materials they brought. Have each stu-
dent stand, present his work, say something about it, and carry it to their backpack,
folder, or cubbie.

SAMPLE
 Recipe (20 min)

This is another great activity for more active students who benefit from
hands-on activities. Use sequence cards and visuals to help students re-
quest materials, describe what they are doing and finally tell how they
created the end product.

Game (5-10 min)

Games are a great way for students to be exposed again to theme-based

vocabulary. A file folder game is included in the chapter example. Another
great game is to go ‘fishing’, by tying a magnet to a piece of string tied to a
stick, and use it to pick up vocabulary cards that have a paperclip on them. You
can also make multiple copies of vocabulary words and play a matching game.

Parent Note
Communication growth is stimulated by carryover into the classroom,
reviewing of vocabulary, and shared participation by a student’s teacher
and parents. Write a note on a theme-based coloring sheet about what you are dis-
cussing in class, and what the parents can do to work on their child’s communication
goals at home. Reward a student for returning a signed parent letter to encourage
communication and interaction with the family.

Note: To condense your lesson plan, you may choose either a mini book, ta-
ble activity, craft, recipe or game to use for the lesson plan that day. You can
then use the same lesson plan several times (or have the teacher implement
it) using a different activity for each day.

SAMPLE
 Lesson Plan Template (pg. 1 of 2)
Theme: __________________________________________ Date:________
Below is an example of a lesson plan for a 2-hour class. Please modify this lesson plan as needed to
fit your individual needs including time in the classroom and student goals.

Time Schedule Activity Goals

20 min. Circle Time Name recognition: Clinician hold up name card and Phoneme identifica-
kids find the student. Clap syllables of each name tion
8:30- Greeting/
and focus on initial sounds.
8:50 Attendance Syllables
Clinician: Who’s name is on the card?
Who question
Students: Jacob!
Where questions
Clinician: Where is Jacob?
Joint attention
Students: Over there
Spatial concepts
Clinician: That’s right, he is next to Keith
Final /s/
Ok, Jacob, where do I put your name, Under
Body parts
the boy or under the girl?
SVO sentences
Clinician: Ok, Jacob, What face parts do you
want me to draw?
Jacob: I want two eyes, I want a nose
10 min. Calendar Go over months in a year and then dance the Mac- Sequences
arena while singing the months.
8:50- Numbers
9:00 Review Days of the weeks, snap the Days of the
Categories
week song.
Verb tense
Review the date. Today is X. Yesterday was X.
Tomorrow will be X.
5 min. Language Today we are going to learn about _________. 1. Label: __________
goal
9:00- 2. Verb: __________
9:05
3. Target questions:
_________________
5 min. Music Have the students choose between the following Expanding utterances:
songs: “I want + to sing +
9:05-
____”
9:10
Have the students dance the song, pairing gestures
with key concepts
15 min. Surprise Place ______________________________ in a bag. Naming/labeling
bag Have the students guess what kind of animals are ________
9:10-
in the bag. Today we are talking about
9:25 Following directions
_______. What do you think is in the bag?
Pass the bag around and use the same sequence
instruction for each student. Close your eyes.
Put your hand in the bag. Take out your sur-
prise.
Clinician: What do you have? Student: _____ Cli-
nician: Yes it is a _____. (follow up question)

SAMPLE
 Lesson Plan Template (pg. 2 of 2)
Theme: __________________________________________ Date:________

10 min. Phonology Clinician: We are also going to learn 1. Producing words that con-
about saying sounds tain the
9:25-9:35
_______________. sounds:________________
__
Review picture cards with vocabulary
from book that include phonology target 2. Clapping syllables of vo-
_________. cabulary words

15 min. Literacy Read the book Label __________

Center _________________________
9:35-9:50 Answer WH questions
Use scaffolding techniques while inter-
SVO sentence structures
active read with pictures with the book
with the students.

30 min. Centers: Station 1: Articulation & Auditory 1. Sounds:

Each Bombardment Station _________________
9:50-10:20
group
Review articulation cards and discuss
spends 15
correct articulatory placement for bilabi-
minutes at
al sounds. (10 min). Target sounds in
each sta-
phrases to describe the vocabulary.
tion (Have
Children will then listen to auditory
teacher
bombardment of __________________
manage
while coloring
one sta-
______________________________.
tion)

Station 2: Language Activity 1. Labeling

(Choose a mini book, table activity, 2. Requesting

craft, recipe or game. You may follow
2. Utterance expansion
the same lesson plan but vary this ac-
tivity each day) 3. Following directions

10 min. Wrap it up Review the language target and phono-

and clean logical target. Have students put the
10:20-10:30
up parent note in their backpacks. Today
we learned about
__________________. We also
talked about sounds we make
____________________.

SAMPLE
SAMPLE
 Unit 1
Animals los animales

SAMPLE
 1
ANIMALS

Animals / los animales

English Spanish
SONGS The Farm La Granja
Octopus Un Pulpito
Five Little Monkies Cinco Monitos Pequenos
Color Farm Colores en la Granja
La Granja del Viejo McDonald Old McDonald

Book and Song Resources

Title Author Language

BOOK Brown Bear, Brown Bear, Bill Martin Jr. & Eric English
LOCATOR What Do You See? Carle

Oso pardo, oso pardo, que Bill Martin & Eric Spanish
ves ahi? Carle

Animals/Los Animales Clare Beaton Bilingual

I went Walking Sue Williams English

Salí de paseo Sue Williams Spanish

Animals/Animales Eric Carl Bilingual

NON-FICTION Let’s Go to the Farm/ Ellen Weiss & Lori C. Bilingual
Vamos a la Granja Froeb
590
Zoological Sciences/ From Head to Toe Eric Carle English
Animals
De la Cabeza a los Piez Eric Carle Spanish

SAMPLE
 Content 1
ANIMALS
Section Schedule Activity Goals

1A Surprise bag Cut out animal picture cards • Following directions

Other options:
• Plastic toy animals
• Stuffed animals
• Animal puppets
1B Articulation Animal related words organized •
Station by sound for articulation targets
Record target sounds for
auditory bombardment
1C Phonology Animal picture cards in English
Syllable Strips and Spanish for 1-5 syllable
words
• Utterance expansion
• Who/What questions
• Turn taking
Production of correct
sounds in words and
phrases
• Syllable
segmentation

1D Mini book #1 Where Animals Live • Answer ‘Where’

questions
Donde viven los
• Following directions
animales
• Sequencing
• Utterance expansion

1E Mini book #2 All about Animals! • Following directions

¡Todo acerca de los • Sequencing

animales! • Utterance expansion
• Part-whole
relationships
1F Table Activity #1 Part and Whole Relationships • Part-whole
relationships
• Labeling animals
and parts
• Utterance expansion

SAMPLE
 Content 1
ANIMALS

Section Schedule Activity Goals

1G Table Activity Who’s the Biggest One of All? • Size concepts

#2 • Describing
• Labeling

1H Craft #1 Africa Mobile • Following directions

• Labeling animals
• Requesting materials

1I Craft #2 Paper Plate Masks • Following directions

• Basic concepts: part-
whole, colors, number,
shapes
• Plurals (ear vs. ears)
1J Recipe Animal Sponge Capsules • Following directions
• Requesting
• Sequencing
• Utterance expansion

1K Game File folder game: Animal • Answering questions

Homes • Categorizing
• Labeling
• Utterance expansion
1J Parent Note Animal Coloring Page • Demonstrate learning
• Give parents visual
cues to understand and
converse with their
child

SAMPLE
 Surprise bag: 1A
Animal Picture Cards ANIMALS

Bat/Murcielago Bear/Oso Deer/Venado Crab/Cangrejo

Whale/Ballena Fish/Pez Octopus/Pulpo Shark/Tiburon

Snake/Vibora Frog/Rana Fox/Zorro Raccoon/Mapache

Bird/Pájaro Turtle/Tortuga Squirrel/Ardilla Owl/Búho

SAMPLE
 Articulation Station 1B
ANIMALS

English
M monkey, mouse, mammal, moose, animal, flamingo, lama

P pig, penguin, platypus, panda, chimpanzee, leopard, sheep

B bear, bird, bat, bison, baboon, lobster, rabbit, zebra, crab

K cat, cow, kangaroo, turkey, raccoon, toucan, duck, snake

G goat , gazelle, goose, kangaroo, dragon , tiger, dog, frog

T turtle, tiger, turkey, platypus, alligator, octopus, cat, bat, rat

D dog, duck, deer, dolphin, panda, lizard, bird, leopard, squid

F fish, frog, fox, flamingo, buffalo, dolphin, elephant, giraffe

S snake, seal, sloth, skink, rooster, bison, horse, walrus, goose

L lizard, lion, turtle, leopard, lemur, squirrel, eel, camel, eagle

R rabbit, raccoon, rat, reptile, gorilla, squirrel bear, deer, alligator

SAMPLE
 1B
Articulation Station ANIMALS

Spanish
M mono, murciélago , mapache, animal, calamar, caimán, llama

P pulpo, perro, pato, pez, pollo, pájaro, mapache, serpiente

B ballena, búfalo, búho, burro, abeja, caballo, cebra, cabra

K koala, canguro, caballo, castor, camello, caracol, vaca, tucán

G gato, ganso, gacela, gorila, tigre, tortuga, águila, murciélago

T tigre, tortuga, gato, castor, coyote, lagarto, elefante, ratón

D delfín, dingo, ardilla, panda, armadillo, cocodrilo, cerdo, venado

F foca, flamenco, elefante, jirafa, mofeta, delfín, búfalo

S cebra, cerdo, ciervo, gacela, mosca, alce, oso, pez, avestruz

L lobo, loro, lagarto, león, alce, elefante, águila, búfalo, caracol

R ratón, rata, rana, burro, ardilla, tortuga, loro, pájaro, hámster

SAMPLE
 Phonology: 1C
Syllable Strips in English ANIMALS

Bear Fish Bat

Monkey Turtle Eagle

Kangaroo Octopus Elephant

Rhinoceros Hippopotamus Anaconda

SAMPLE
 Phonology: 1C
Syllable Strips in Spanish ANIMALS

Pez Oso Castor

Mono Tortuga Pajaro

Mapache Tiboron Vibora

Elefante Murcielago Rinocerante

SAMPLE
 Mini Book: 1D
Cut, color, and create a ANIMALS

WHERE book about animals.

Cows live on a farm.

Las vacas viven en una granja.

Where Animals Live

Donde viven los
animales

Raccoons live in the forest. Crabs live in the sea.

Los mapaches vive en el Los cangrejos viven en el mar.

bosque.

SAMPLE
 Mini Book: 1E
Cut, color, and create a book ANIMALS

about animals.
Paint my Spots!

Pinte mis manchas!

All about Animals!

¡Todo acerca de los
animales!

Connect the points to make my cage. Draw my wings. I want to fly!

Une los puntos para hacer mi jaula Dibuje mis alas. iQuiero volar!
con una linea.

SAMPLE
Table Activity: 1F
Part-Whole Relationships ANIMALS

Match the animal to the body part and color if time permits

SAMPLE
Table Activity: 1G
Who’s the biggest one of all? ANIMALS

Circle the animal in each line that is the biggest

SAMPLE
 Craft: 1H
African Mobile ANIMALS

Cut, color, and connect these ani-

mals into an African mobile. The
easiest way is to tape the string
to the back of each animal.
Materials: Scissors, 7 pieces of string,
tape, and crayons.

SAMPLE
Craft: 1H
African Mobile ANIMALS

SAMPLE
 Craft: 1I
Animal Mask Making ANIMALS

We have given you several design ideas but be as creative as

you want! Cut out the body parts from colored construction pa-
per, and glue onto paper plates. Cut out circles for the eyes, and
draw any additional lines.
Materials: paper plates, popsicle sticks or string, construction paper, and markers.

4 black circles and 1 black 2 brown circles, 2 smaller white circles, 1 2 small black circles, one pink large
triangle brown triangle, 2 white rectangles, op%onal circle, 2 pink triangles, op%onal
plate size brown circle plate size pink circle

4 small black circles, 2 black half ovals,

8 orange triangles, 1 black triangle,
op%onal plate size yellow circle
2 white half ovals, and 1 pink
2 yellow triangles, 1 yellow oval, 9
heart
brown squares/spots, op%onal plate
size yellow circle

SAMPLE
 Recipe: 1J
Animal Sponge Capsules ANIMALS

Demonstrate a sponge growing in water or show an expanded

sponge to increase your students’ interest. Then use the activity
to take turns, identify colors, follow directions, and describe out-
comes.
Note* Warm or hot water makes sponges grow faster.
Materials: Animal Sponge Capsules, water, and a cup.

I want / Quiero

A capsule /
A cup / un vaso Water / agua una pastilla

SAMPLE
 sequencing activity.
Recipe:

Put water in the cup.

Get a cup. / Agarra un vaso Pon el agua en el vaso.

SAMPLE
Animal Sponge Sequencing
Demonstrate learning or pre-teach the activity with a

Put the capsule in the cup Watch the animal appear!

1J
ANIMALS

Pon la pastille en el vaso ¡Mira como el animal crece!

 Game: 1K
File folder game: Animal Homes ANIMALS

Cut out and paste pictures on the inside of a file folder. Use Vel-
cro or putty to stick animal pictures from grab bag activity to
their correct home (sky, land or water).
Note* Pictures will cover one and a half pages of the in-
side of the file folder. Use the extra room on the half page
to mount the animals on Velcro or tape a baggie to keep
the animals inside.
Materials: Two file folders, glue and Velcro or a baggie.

SAMPLE
Game: 1K
File folder game: Animal Homes ANIMALS

SAMPLE
 Parent Note: 1J
Animal Coloring Page ANIMALS

Hi Parents!
This week we are talking about animals. Ask your child to share what he knows about
the animas in these scenes and practice his communication.

¡Hola Padres!
Esta semana estamos hablando de animales. platiquen con su hijo sobre cómo se
llaman los animales y dónde viven para practicar como está hablando.

SAMPLE
 Preschool Lesson Plan (pg. 1 of 2)
Theme: Animals Date:________
Below is an example of a lesson plan for a 2-hour class. Please modify this lesson plan as needed to
fit your individual needs including time in the classroom and student goals.

Time Schedule Activity Goals

20 Circle Name recognition: Clinician hold up name card and Phoneme identification
min. Time kids find the student. Clap syllables of each name
Syllables
and focus on initial sounds.
8:30- Greeting/
Who question
8:50 Attend- Clinician: Who’s name is on the card?
ance Where questions
Students: Jacob!
Joint attention
Clinician: Where is Jacob?
Spatial concepts
Students: Over there
Final /s/
Clinician: That’s right, he is next to Keith
Body parts
Ok, Jacob, where do I put your name, Under
the boy or under the girl? SVO sentences
Clinician: Ok, Jacob, What face parts do you
want me to draw?
Jacob: I want two eyes, I want a nose
10 Calendar Go over months in a year and then dance the Mac- Sequences
min. arena while singing the months.
Numbers
8:50- Review Days of the weeks, snap the Days of the
Categories
9:00 week song.
Verb tense
Review the date. Today is X. Yesterday was X.
Tomorrow will be X.

5 min. Lan- Today we are going to learn about animals. 1. Label clothing
guage Have the children try to name as many animals as
9:00- 2. Verb: live, swim, fly,
goal they can and talk about where different animals live,
9:05 crawl
and if they swim, fly or crawl.
3. Answering ‘where’
questions
5 min. Music Have the students make a familiar song choice. Expanding utterances: “I
want + to sing + ____”
9:05- Have the students dance the song, pairing gestures
9:10 with key concepts Counting
OR sing Five Little Monkeys, using visuals.
15 Surprise Place animal pictures animal manipulatives in a bag. Naming/labeling animals
min. bag Have the students guess what kind of animals are
Following directions
in the bag. Today we are talking about ani-
9:10-
mals . What kind of animals do you think are ‘Where’ questions – where
9:25
in the bag? different animals live or
where can we see them
Pass the bag around and use the same sequence in-
(ocean, farm, forest,
struction for each student. Close your eyes. Put
jungle, zoo)
your hand in the bag. Take out your surprise.
‘Who’ questions – Who
Clinician: What do you have? Student: A fish! Cli-
has ever had a pet
nician: Yes it is a fish. Where do fish live? Stu-
fish?
dent: In the water.

SAMPLE
 Preschool Lesson Plan (pg. 2 of 2)
Theme: Animals Date:________

10 min. Phonology Clinician: We are also going to 1. Producing words that

learn about saying sounds with begin with /p/ and /b/
9:25-9:35
our lips.
2. Clapping syllables of vo-
Review picture cards with vocabulary cabulary words
from book that include phonology tar-
get (i.e. bilabial stop sounds)
15 min. Literacy Read the book From Head to Toe Label animals and body
Center parts
9:35-9:50 Use scaffolding techniques while inter-
active read with pictures with the book Use action verbs
with the students. Have the students
SVO sentence structures
label the animals and act out the ac-
tions in the book. Talk about what Following directions
body parts they are using for each ac-
tion.

30 min. Centers: Station 1: Articulation & Auditory 1. Initial bilabial stops

Each Bombardment Station
9:50-10:20
group
Review articulation cards and discuss
spends 10
correct articulatory placement for bila-
minutes at
bial sounds. (5 min) Children will then
each sta-
listen to auditory bombardment of ini-
tion (Have
tial /b/ or /p/ while coloring a mini
teacher
manage
one sta- Station 2: Language Activity 1. Label colors, shapes and
tion) animal parts
Animal Mask Making Craft
2. Requesting
Show the students a pre-made mask
and explain how they will make their 2. Utterance expansion
own. Introduce the different colors and
3. Use sequence words to
shapes of animal parts. Have the stu-
talk about what to do first,
dents request parts to create their
second, etc.
mask.
4. Follow 1- and 2-step di-
rections

5. Part-whole relationships

10 min. Wrap it up Review the language target and pho-

and clean nological target. Have students put
10:20-10:30
up the parent note in their backpacks.
Today we learned about animals.
We also talked about sounds we
make with the our lips.

SAMPLE